Nexus of Students Behaviors and Teachers Attitudes With Corporal Punishment in Peshawar Schools

Sulaiman, Gohar; Khan, Muhammad Wasim; Ali, Israr; Ahmed, Zujaj

doi:10.47067/real.v3i3.81

Cited by 2 publications

(2 citation statements)

References 18 publications

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“…The findings also showed that teachers were unable to create intrinsic academic motivation in students. According to Sulaiman, et al, (2020), corporal punishment by the teachers compels most of the students (i.e. grade one to ten) to quit their educational institutions in Khyber Pakhtunkhwa.…”

Section: Introductionmentioning

confidence: 99%

Academic Motivation of Elementary School Students Unearthing the Role of Teacher

Murad,

Tufail

2024

AESSR

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The purpose of this study was to investigate the relationship between teachers’ behaviour and students’ academic motivation. This research study employed a quantitative research design. The correlation research method was used to conduct the study. All the students studying in elementary classes of district Swabi (Khyber Pakhtunkhwa, Pakistan) were the population for this study. Multi-stage sampling technique was used for the selection of 656 students from the population of 10930 students. Self-regulation Questionnaire (SRQ-A) and Perceived Autonomy Support (PAS) were used to collect data about students' academic motivation and students’ perception of their teacher’s behaviour, respectively. The study found that teachers’ autonomy-supportive behaviour had a moderate, positive, and significant relationship with students’ autonomous, intrinsic and identified academic motivation and a very weak correlation with students’ controlled academic motivation. It is recommended that the teachers adopt autonomy-supportive behaviour (i.e. students-centred approach) but they may avoid a controlled teaching style (i.e. teacher-centred approach) as it is considered one of the main reasons behind the dropping out of children from schools in KPK.

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Section: Introductionmentioning

confidence: 99%

Academic Motivation of Elementary School Students Unearthing the Role of Teacher

Murad,

Tufail

2024

AESSR

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“…Benatar (1998, p. 239) argues that it serves a "useful educational purpose". However, while Baumrind (1996), Dlamini et al (2017), Noreen et al (2021), see corporal punishment as a necessary tool for learner discipline, Sulaiman et al (2020) see it as harmful and a practice that causes long-term psychological and physical ill effects.…”

Section: Corporal Punishment As a Means To Discipline Learnersmentioning

confidence: 99%

Educators’ experiences of corporal punishment: a case study of selected secondary schools in Eswatini.

Magagula

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Prompted by the escalating number of criminal cases against educators for severe corporal punishment and injury inflicted on learners, this study aimed to understand why educators persist with corporal punishment. Corporal punishment in Eswatini schools persists despite its proscription following Eswatini’s ratification of the United Nations Convention on the Rights of the Child and the African Charter on the Rights and Welfare of the Child. Guided by the Cultural Historical Activity Theory (CHAT) as a theoretical framework, working within an interpretive paradigm, this qualitative study employed open-ended questionnaires administered to purposively selected educators from different types of schools in the four regions of the country. This was followed by two focus group discussions (FGDs) to validate and acquire an in-depth understanding of the data that were generated via the questionnaires. The data generated was used to understand why educators persist with corporal punishment. The main objectives were: to explore the experiences of educators relating to the use of corporal punishment to discipline learners in schools, to understand why educators persist with corporal punishment in schools despite its proscription, and to determine how educators maintain discipline and ensure an environment conducive to teaching and learning using less drastic disciplinary techniques. Following a thematic analysis of the data, the findings revealed that educators justify their persistent use of corporal punishment at three levels, namely social, political, and pedagogic levels. The findings further revealed that the educators have created their own amalgam of culturally influenced blended discipline to continue inflicting corporal punishment on learners. The study recommends that educator training institutions should follow the Education for Effective Classroom Management (ETCM) Model in educator training and include a module that specifically deals with issues of discipline. The institutions should also emphasise lifelong learning in educator service workshops to enable educators to meet the evolving demands of their profession.

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Nexus of Students Behaviors and Teachers Attitudes With Corporal Punishment in Peshawar Schools

Cited by 2 publications

References 18 publications

Academic Motivation of Elementary School Students Unearthing the Role of Teacher

Academic Motivation of Elementary School Students Unearthing the Role of Teacher

Educators’ experiences of corporal punishment: a case study of selected secondary schools in Eswatini.

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